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Name ________________________________________ Date ____________________ Block _____
Imperialism Story Mapping and Skit Presentation
Topics:
1. Spanish American War (Causes and Effects)
2. Roosevelt Corollary
3. “Speak Softly and Carry a Big Stick” (“Big Stick” Diplomacy)
Directions:
There are two separate pieces to this project. The story maps are completed individually
and are worth 30 formative points. The skit presentations will be done in partners / groups
and are worth 30 summative points.
Story Mapping – (FORMATIVE GRADE)
1. At home and during Resource (outside of class time), you will create a “Story
Map” for each of the three assigned topics. You may use the class textbooks
(they will be dropped off in Resource), the online textbook (access codes are
available on the class website), class notes and the Imperialism PowerPoint (this
is also available on the class website). Each of the story maps is worth 7 points.
2. In class, you will use the Primary Source Documents given to you to fill in the
three additional Primary Source Maps. These are each worth 3 points.
Skit Presentations – (SUMMATIVE GRADE)
1. Select one of the three topics. You will be using the script guidelines to create a
script for you and a partner to perform. You must use all of the information on
the story maps for that topic. This section is worth 20 points. (Any work that is
not completed during class time will need to be finished with your partner outside
of class time; be sure to stay on task and share your partner’s phone number).
2. You will perform your script in class. You may look at your script while
presenting, but be sure to practice so as not to read directly from it.
Rubric – See reverse side of this page. You will hand in this entire packet when completed.
Standards
USII.5 The student will demonstrate knowledge of the changing role of the United States from the late
nineteenth century through World War I by…
a) explaining the reasons for and results of the Spanish American War.
b) describing Theodore Roosevelt’s impact on the foreign policy of the United States.
SUMMATIVE
PRESENTATION
Sequencing
Subject Knowledge
Partner Work
SCRIPT
Script
1-3
4-6
7-8
9-10
Audience cannot
understand
presentation
because there is
no sequence of
information.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student did not
include most of the
information from
the story map.
Student is missing
some key
information from
the story map.
Student has all the
required
information from
the story map.
Student
demonstrates full
knowledge from
the story map with
enthusiasm and
appropriate props.
Cannot work with
others in most
situations. Cannot
share decisions or
responsibilities.
Works with others,
but has difficulty
sharing decisions
and
responsibilities.
Works well with
others. Takes part
in most decisions
and shares in the
responsibilities.
1-5
6-7
8-10
Student has a
satisfactory
understanding of
information and is
able to answer
rudimentary
questions, but fails
to elaborate.
Student
demonstrates full
knowledge (more
than required) by
answering all class
questions with
explanations and
elaboration.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
POINTS
Works very well
with others.
Assumes a clear
role in decision
making and
responsibilities.
Presentation Average: _________
POINTS
Presentation Average _________ + Script Score: _________ = SUMMATIVE GRADE:
___________
FORMATIVE
Student has a
Student
Student does not
satisfactory
demonstrates full
have grasp of
understanding of knowledge (more
information;
information and is than required) by
_______/30 pts
Formative Story Maps
student cannot
able to answer answering all class
answer questions
rudimentary
questions with
about subject.
questions, but fails explanations and
to elaborate.
elaboration.
Story Maps:
(1-3)
(4-5)
(6-7)
Primary Source Maps:
(1)
(2)
(3)
STORY MAPS
PRIMARY SOURCE MAPS
_____
Spanish American War:
_____
_____
Roosevelt Corollary:
_____
_____
“Big Stick” Diplomacy:
_____
TOTAL: _________
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
Spanish American War
Conflict: (Causes)
Setting: (When)
1.
2.
Characters: (countries and
people)
3.
4.
Plot: What happened and in
what order?
Begin:
Resolution: (Results)
Middle:
Middle:
Middle:
Middle:
2.
End:
End:
1.
3.
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
Roosevelt Corollary
Conflict: (Causes)
Setting: (When)
1.
2.
Plot: What happen and in
what order?
Begin: Monroe Doctrine-
Characters: (countries
and people)
Resolution: (Results)
1.
2.
Middle:
Middle:
End:
Moral of the Story: The
Big Idea I learned was:
History Story Map – Outside of Class
Title (Topic):
Setting: (Where)
“Big Stick” Diplomacy (Panama)
Conflict: (Causes)
Setting: (When)
1.
2.
Characters: (Countries
and People)
3.
Plot: What happen and in what
order?
Begin:
Resolution: (Results)
Middle:
2.
1.
Middle:
Middle:
End:
Moral of the Story: The
Big Idea I learned was:
Primary Source - Spanish American War
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
Primary Source – “Big Stick” Diplomacy / Panama Canal
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
Primary Source - Roosevelt Corollary
Message: What is the document
Details:
trying to say to you?
Central Figures: Do you see or
Topic: Subject, Time?
learn about anyone or anything?
Audience: Who is the source
talking to? Why did the author
create this?
Words: What do you notice?
Summary:
What have you
learned using these primary
sources? How do the sources
connect?
Script Guide: You must write complete sentences.
A: Person number 1
B: Person number 2
Introduce the topic here…
A:
B:
Now lead the conversation to a description of the setting…
A:
B:
Make sure we know who the characters are…
A:
B:
Take us to the conflict! Remember to use specific details…
A:
B:
A:
B:
A:
B:
Now lead us through the plot…
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Now resolve the conflict and plot…
A:
B:
A:
B:
A:
B:
Remember to explain to us the moral of the story…
A:
B: